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  1. On Ugliness in Words, in Politics, in Tour-ism.Marianna Papastephanou - 2015 - Educational Philosophy and Theory 47 (13-14):1493-1515.
    Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights, this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note.
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  • The Process Matters: Moral Constraints on Cosmopolitan Education.Matthew J. Hayden - 2016 - Journal of Philosophy of Education 50 (4).
    Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...)
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  • The Process Matters: Moral Constraints on Cosmopolitan Education.Matthew J. Hayden - 2017 - Journal of Philosophy of Education 51 (1):248-266.
    Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...)
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  • Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought.Marina García-Carmona, Fernando García-Quero & Fernando López Castellano - 2018 - Educational Philosophy and Theory 51 (1):51-62.
    Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ (...)
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  • Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought.Fernando López Castellano, Fernando García-Quero & Marina García-Carmona - 2018 - Educational Philosophy and Theory 50 (14):1421-1432.
    Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ (...)
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